CLT

Communicative language teaching methodologies (eclectic); an approach to language teaching; reflects a certain model or research paradigm, or a theory; based on the theory that the primary function of language use is communication; primary goal for learners to develop communicative competence/ability; make use of real-life situations that necessitate communication; macro-strategies or methodological principles

standard-based movement

the qualities required to justify the label "CLT"

activities that require frequent interaction among learners or with other interlocutors to exchange info and solve problems; use of authentic (non-pedagogic) text and communication activities link to "real-world" contexts, often emphasizing links across written and spoken modes and channels; approaches that are learner-centered, taking into account background, needs, goals, allow creativity and a role in instructional decisions

design features of tasks

challenges of TBI

engaging students in variety of tasks necessary to promote acquisition; students have many pedagogical needs which often necessitate a different approach to teaching; task choice, task difficulty and sequencing; task designs require careful adaptations

real-world tasks

pedagogical tasks

intended to act as a bridge between the classroom and the real world in that they serve to prepare students for real-life language usage; aka preparation or assimilation tasks; designed to promote acquisition by taking into account teacher's goal, students' developmental stage and skill level, and social contexts of the learning environment

code switching

elaborating input

strategy named by Doughty and Long (2003) to refer to the myriad ways native speakers modify discourse to make it comprehensible to non-native speakers; confirmation checks, comprehension checks, teacher's accessibility to students' questions, non-linguistic input of body language, modified language through: repetition, slower speech rate, enhanced enunciation, simplified language, use of cognates, limited use of English

positive feedback

negative feedback

recasts

learner readiness

may be the most decisive factor in predicting success in acquisition; learner's ability to make a "comparison between their internal representation of a rule and the information about the rule in the input they encounter" (Chaudron 1988)